Abstract:
Postgraduates are a reserve force of the national future scientific research. Their research enthusiasm and capacity are related to the improvement and development of our future science and technology. While learning psychological condition has important influence on enthusiasm and research ability. But at present, the study on postgraduates, especially postgraduates in research institutes is very limited. Research institutes and ordinary colleges have different characteristics, so their postgraduate students may have a different learning psychological condition. The present study tried to explore the learning psychological status of postgraduate students in research institutes, so that it can make suggestions and countermeasures for postgraduate management and education.Professional commitment and academic burnout are two important indexes of positive and negative learning psychology, and self efficacy has important influence on individual’s learning status. The study is divided into two parts:first, the basic status of professional commitment, self efficacy and academic burnout of postgraduate students in research institutes; second, exploring the relationship among professional commitment, self efficacy and academic burnout. Summarizing the results above, the conclusion is as follows:(1) Postgraduates in research institutes had a low level of academic burnout; there were significant gender difference and urban and rural differences in academic burnout; there was significant grade difference in low achievement.(2) Postgraduates in research institutes had a high level of professional commitment; there was significant gender difference in ideal commitment; significant difference was observed in ideal commitment and emotional commitment between urban and rural postgraduates; the grade difference in emotional commitment was significant.(3) Postgraduates in research institutes had a high level of self efficacy; urban and rural difference was significant, but gender and grade differences were not significant.(4) There was significant negative correlation between self efficacy, professional commitment and academic burnout.(5) Both emotional commitment and self efficacy significantly directly influenced academic burnout; emotional commitment had a significant influence on depressed and misconduct; ideal commitment significantly forecasted low achievement.(6) Professional commitment partly mediated the relationship between self efficacy and academic burnout.